Metacognitive Reading Strategies in L1 and L2 among Gifted Students in English Language

摘要

The goal of the study is to investigate the metacognitive reading strategies in L1 and L2 among gifted students in English language. The participants were 74 gifted students enrolled in a special program for gifted students in English language in A city participated in the study. In order to compare L1 and L2 metacognitive reading strategies, the Metacognitive Awareness of Reading Strategies Inventory (MARSI) and the Survey of Reading Strategies (SORS) were used. The data were analyzed by using the Statistical Packages for the Social Science (SPSS). Descriptive statistics were obtained and paired sample t-tests were conducted. Students who show higher correlations in global and problem-solving strategies as well as the overall strategies of support strategy tend to employ problem-solving strategies when reading in L2. Also, they may use the global strategy and the problem solving strategy equally in L1 and L2 reading. Pedagogical implications for strategy-based reading instruction and students' effective reading of L2 were suggested.